(Created by Drs. H. Louis Ulman <ulman.1@osu.edu> & Dickie Selfe <selfe.3@osu.edu> @ tOhio State University)
Introduction to Digital Media Studies: English 789
ASSUMPTION 1: Because this course explores the intersection of teaching, literacy, and technology, much of “the reading” that we will be doing also involves media viewing, system exploration, skim & search strategies, advanced search techniques, and (because of web 2.0 technologies) interacting with the media we “read.” Our literacy practices are becoming more complex all the time, and you can help us determine the scope of the changes that are occurring. ASSUMPTION 2: Because the practices themselves are changing, we feel that the typical graduate seminar responses to “readings” should change as well. They might reflect the multimodal and interactive nature of the area of study, for instance. ASSUMPTION 3: We plan to help you practice new composing techniques that include expressions that contain online written (via blogs or wikis), aural (inexpensive audio capture), visual (via digital cameras or image collage) materials. Our assumption is that if we have you practice these E-WAVE composing techniques frequently in service to a low-stakes response assignment, that you will quickly become well accustomed to, even comfortable with, digital media composing techniques.
Create short, minimally edited media pieces (Electronic Written, Aural, and/or Visual Expressions (E-WAVEs)) that contain or reflect your questions, observations, thoughts, and concerns about that week’s “reading” assignment. Feel free to be creative and be prepared to share your E-WAVEs with Louie, Dickie and your classmates on the days suggested in the class schedule.
Completeness & Timeliness: Include all the materials ask for in the assignment in a timely manner.
Engagement: The content of the E-WAVE shows engagement with the “text” and connections between the “text” and the student’s area of academic specialization.
Intellectual involvement in class discussion: An active and intellectual engagement with the presentations of others and the discussions that follow in the class or online.
Summary Report: When assigned, the student completes a summary of the class discussion in a form appropriate for the class.
Media-rich, Low-stakes Reading Responses
(Created by Drs. H. Louis Ulman <ulman.1@osu.edu> & Dickie Selfe <selfe.3@osu.edu> @ tOhio State University)
Introduction to Digital Media Studies: English 789
ASSUMPTION 1: Because this course explores the intersection of teaching, literacy, and technology, much of “the reading” that we will be doing also involves media viewing, system exploration, skim & search strategies, advanced search techniques, and (because of web 2.0 technologies) interacting with the media we “read.” Our literacy practices are becoming more complex all the time, and you can help us determine the scope of the changes that are occurring.
ASSUMPTION 2: Because the practices themselves are changing, we feel that the typical graduate seminar responses to “readings” should change as well. They might reflect the multimodal and interactive nature of the area of study, for instance.
ASSUMPTION 3: We plan to help you practice new composing techniques that include expressions that contain online written (via blogs or wikis), aural (inexpensive audio capture), visual (via digital cameras or image collage) materials. Our assumption is that if we have you practice these E-WAVE composing techniques frequently in service to a low-stakes response assignment, that you will quickly become well accustomed to, even comfortable with, digital media composing techniques.
Assignment (some of Tim Jensen's reading responses (Ph.D. candidate, in Communications or Rhetoric)
Create short, minimally edited media pieces (Electronic Written, Aural, and/or Visual Expressions (E-WAVEs)) that contain or reflect your questions, observations, thoughts, and concerns about that week’s “reading” assignment. Feel free to be creative and be prepared to share your E-WAVEs with Louie, Dickie and your classmates on the days suggested in the class schedule .Tim and I (Dickie Selfe) chat about what I had
THOUGHT were low-stakes media assignments: Not so much.
“Reading” Response Criteria and Grading